HERE IS TODAY: An interactive look at time
Information visualisation created in HTML5 by designer Luke Twyman.
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Simon PerkinsSHARE
Visualising Politecnico di Milano's School of Design
"Politecnico di Milano, in order to present the School of Design in its own stand at Salone del Mobile 2013, asked DensityDesign to realize a 4 mt x 2 mt poster showing the structure and the efficiency of the School of Design system at Politecnico. The visualization is a picture of the 2010 / 2011 academic year. We began with the visualization of the figures related to students.
On the left side you can start following the students path from the admission test to their bachelor degree, which is connected to data related to the type of contract one year after graduation (data referred to a 2010 survey).
We decided to integrate the visualization with information related to credits distribution. Every circle is a course of study and shows its typology of exams (theoretical courses, labs, etc.) with related C.F.U. (university course credits). Inside it is shown the average of earned credits by students every year. In the right side you can see the same data related to master degree.
We also visualized how many teachers each department gives to the school of design.
The poster has been completed with information about PhDs, technical and research labs and the number of students for each school of Politecnico.
The poster was realized in one week by Gabriele Calvi and Sara De Donno with the supervision of Michele Mauri."
(Sara De Donno, 24 April 2013, Density Design)
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Simon PerkinsSHARE
Radical Pedagogies in Architectural Education
"Pedagogical experiments played a crucial role in shaping architectural discourse and practice in the second half of the 20th century. In fact, the key hypothesis of our Radical Pedagogy[1] research project is that these experiments can be understood as radical architectural practices in their own right. Radical in the literal meaning from the Latin radice, as something belonging or relating to the root, to its foundations. Radical pedagogies shake foundations, disturbing assumptions rather than reinforcing and disseminating them. This challenge to normative thinking was a major force in the postwar field of architecture, and has surprisingly been neglected in recent years. ...
Architectural pedagogy has become stale. Schools spin old wheels as if something is happening but so little is going on. Students wait for a sense of activist engagement with a rapidly evolving world but graduate before it happens. The fact that they wait for instruction is already the problem. Teachers likewise worry too much about their place in the institutional hierarchies. Curricular structures have hardly changed in recent decades, despite the major transformations that have taken place with the growth of globalisation, new technologies, and information culture. As schools appear to increasingly favour professionalisation, they seem to drown in self-imposed bureaucratic oversight, suffocating any possibility for the emergence of experimental practices and failures. There are a few attempts to wake things up here and there but it's all so timid in the end. There is no real innovation.
In response to the timidity of schools today, the Radical Pedagogy project returns to the educational experiments of the 1960s and '70s to remind us what can happen when pedagogy takes on risks. It's a provocation and a call to arms."
(Beatriz Colomina with Esther Choi, Ignacio Gonzalez Galan and Anna-Maria Meister, 28 September 2012, The Architectural Review)
1). Radical Pedagogy is an ongoing multi-year collaborative research project by a team of PhD candidates in the School of Architecture at Princeton University, led by Beatriz Colomina and involving seminars, interviews and guest lectures by protagonists and scholars. The project explores a remarkable set of pedagogical experiments of the 1960s and '70s that revolutionised thinking in the discipline. Each student is working on one of these experiments and collectively mapping the interconnections and effects of these experiments towards a major publication and exhibition.
Fig.1 Tournaments in the Course ‘Culture of the Body', at the Valparaíso School, 1975. Courtesy of Archivo Histórico Jose Vial, Escuela Arquitectura y Diseño, Pontificia Universidad Católica de Valparaíso
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Simon PerkinsSHARE
Lou Loeber: childrens picture book illustrations
"Prentenboek met 18 platen met geometrische gevormde figuren van een van de 'constructivistisch gerichte experimentele schilders' met plaatjes die gemaakt lijken 'met behulp van de tangramdoos' (S. de Bodt. Prentenboeken). Bevat onder andere gedichten en prenten over een vlinder, kippen, spreeuwen, een geitenbok, speelgoed, een varken, de sproeiwagen, een watermannetje, de vuilnisman, lammetjes, spelen met een tol, een interieur met zonnestraal, een kwikstaart, koe en schaap in de wei, een lezend meisje, regen, sneeuwpret en Sinterklaas."
(The Memory of the Netherlands)
Simon Franke (1927). "Gouden Vlinders" picture book illustrated Lou Loeber.
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Simon PerkinsSHARE
Shugo Tokumaru's Katachi: an animation of PVC silhouettes
Director, Concept, Animation - Kijek/Adamski, Production - Katarzyna Rup / Ab Film Production, Cast - Artur Cetnarowski, Gaffer - Heliograf, Blitz, Studio set - PlumArt Marcin "Śliwa" Śliwiński, Arek Szot, Joanna Kijek, PVC cutting - Dawid Krzyżanowski/ My-Art myart.com.pl, Thanks - Studio Las, Paweł Reyman.
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Simon PerkinsSHARE
